Jenny Patuha must have been exhausting as the next week I spent in bed!!! I want to start building a "learning wall" with class re some hats, thinkers keys and graphic organisers. 7.4 We have started using some thinkers keys in one-off sessions during oral language based on a newspaper picture/article. The keys we have had fun with are the alphabet, the question key and the what if key. We have also used some of these after reading a story. We began building a Thinking wall in class and have introduced some graphic organisers. The children really enjoyed the Y chart and completed excellent followup work in small groups, grouping their discussion ideas into a Y chart format - a good activity for working together and listening to anothers ideas! 8.4 A great Discovery time today. Children completed Y chart graphic organisers and then searched for info on what particular birds looked like and chose to draw or make a box model of their bird. I was very impressed with their creativity. Introduce Thinking Tools and display on our Thinking Wall.
Frankley SchoolTeaching as Inquiry Planning Sheet(Trial 2011)
Name:
Class Level:
Achievement Target:What outcomes am I aiming to achieve? What outcomes do I want my students to achieve? Introduce Thinking Tools and display on our Thinking Wall.
Discovery
Focusing
Initial plan. What am I going to do? Develop? Strengthen? Why? What levels are my students presently? Barriers to learning? Resources needed?
Discovery
Focusing
Initial plan. What am I going to do? Develop? Strengthen? Why? Introduce a variety of thinking tools to help: 1.Develop and deepen children’s knowledge of what "thinking" is 2.Develop and deepen children’s understanding of how to use selected thinking tools 3. Develop and deepen children’s questioning skills.
Potential – what might be? Prioritise outcomes. Baseline: Find out what students can already do and what more they need to learn. Refer to National Curriculum and other resources
Reflective questions
Post reflections here
Why am I focusing on this?
May To build on from where children are at present to a better and more in depth understanding by using specific and well thought out questions. June: To improve my competency and delivery of tools I have used before and for me to learn about new tools that will be of benefit for my class To use new "Thinking language" and "tools" as part of our everyday learning. To give children an understanding of some thinking tools that can help clarify and deepen their thinking
What level are my students presently at? How do I know? 8.6.11 Recorded 5 children on Audacity
What is thinking?
Does the Thinking Wall in our class help you?
How?
What thinking activities/tools do you like using best?
Why?
How could you get better at thinking?
Different levels, probably closely related to their reading level I need to get some bench line data of 5 children to track progress for my Teacher Inquiry Children chosen:for data collecting: Tom a bright student who thrives on order and systems Sophie often thinks in quite a different way to other children and makes connections others may not think of. She is one of the youngest in class. Shannon a very bright but insecure girl.Chosen partly to help build her confidence at answering questions. Cannon 2nd to youngest in class. Quite immature, but very interested in our world. Emily very creative, a confident and interesting speaker, a bright girl not easily swayed by others opinions. We have always used 7 servants for Oral and Written language in particular (not by that name though), also have used Venn diagrams and Bubble maps, especially for brainstorming
What barriers to learning need to be overcome? What resources will I need?
Keeping all children focused and working together rather than letting the more confident children doing most of the work. Finding time to do this well. Time can be a barrier but this can be overcome with clear planning and incorporating these thinking skills into all aspects of the curriculum
Other observations, reflections or ideas to try
Continue working with 7 servants Thinking exercises (Brain gym) for brain breaks HOM Further develop and introduce new Thinkers Keys Graphic organisers PMI (especially as an evaluation tool) Some Thinking Hats Open and closed questions Hot Seating Role on the wall Lots of regular and relevant practise Try various thinkers keys to find which ones work well at the Junior level and share these outcomes in Syndicate meetings
Potential – what might be? Prioritise outcomes. Baseline: Find out what students can already do and what more they need to learn. Refer to National Curriculum and other resources
Designing
Teaching
What is my plan for doing this? What strategies will I try? What ICT's will I use?
Discovery
Focusing
Designing
Teaching
What is my plan for doing this? What strategies will I try? How will I change my practice? Incorporate into as many curriculum areas as possible, in particular Written and Oral Language, Reading and Inquiry Plan weekly to introduce specific thinking skills (especially for Reading, Writing and Oral language activities) Use Hats (white, red, green) to keep children on track during discussions Use PMI (eg to sort/clarify information and for evaluations) Embed photos, and fotobabble on Wiki for tracking purposes Use newspaper pictures and video clips as part of teaching thinking skills
What craft knowledge do I already have? Search your own and colleagues' past practice for strategies that may be more effective. Research to see what has worked for other teachers and contexts. Formulate a plan.
Reflective Questions
Post reflections here
Dates
What new teaching strategies & tools will I use?
Relevant Thinkers keys, HOM's, Graphic organisers, and in time some De Bono's Hats PMI New (ie to the children) thinking language New (to me) De Bono's Hats New (to me) Thinkers keys
What are the key steps for implementing my inquiry in the classroom?
Lots of repetition using the thinking tools in different contexts Introducing children to the language of Inquiry and the steps involved Get benchline data Specific planning for specific thinking skills Plan for a variety of thinkers tools each week Display childrens work around the classroom so they can use it for reference (and for me to track progress)
What methods & ICTs will I use to track & record student change/achievement and how often?
Pre and Post examples of written work where relevant Observation Anecdotal records Comic life, Animoto to show and display learning Take lots of photos, use voice recording to track progress (where relevant) Use PMI How independent are the children? Has this improved?
Other observations, reflections or ideas to try
What craft knowledge do I already have? Search your own and colleagues' past practice for strategies that may be more effective. Research to see what has worked for other teachers and contexts. Formulate a plan.
Delivering
Learning
Put my plan into action. Monitor; collect evidence; write regular dated reflections; interpret data. Plan next steps
Delivering
Put my plan into action. Monitor; collect evidence; write regular dated reflections; interpret data. Plan next steps
Reflective Questions
Post reflections here
How am I infusing my ideas into classroom practice?
After one group read a fishing story we used a newspaper article about the catching of a big snapper to check childrens retention and understanding of the "What if" key (which had been introduced a few weeks ago). I was very pleased with how the children were focused and showed they had a clear understanding of this key. I showed the children De Bonos hats (very quickly) and then focused on the White hat. We read about the Takahe and then used the White hats to recall facts from the book. 2/6 One reading group today worked collaboratively making an alphabet thinkers key using information from their non-fiction reading book. They worked extremely well together and came up with some excellent ideas. 7/6 Children had written their"White hat" thinking onto a large sheet with a newspaper photo i.e. They added a fact (as long as it wasn't already recorded). Later we made a class PMI re our Tracking Tunnels and Sophie said a "positive" was we used our white hat thinking to work out who the tracks belonged to.
What am I learning from monitoring student outcomes?
What are the next steps I need to take? (Research, resources, activities)
Other observations, reflections or ideas to try
Monitor students' progress towards identified outcomes and reflect on what this tells you. Use this new information to decide what to do next to ensure continued improvement in student achievement and in your own practice.
Evaluating
Summarising
Analyse data and observations and draw conclusions. Prepare and present findings to colleagues.
Summarising
Evaluating
Analyse data and observations and draw conclusions. Prepare and present findings to colleagues.
Reflect on progress, observations: current versus initial data. How did it go? What strategies have made a difference to my students' learning? How do I know?
Reflective Questions
Post reflections here
Dates
What methods will I use to collect ‘end’ data?
Photos Children choosing an appropriate graphic organiser or thinkers key to share data
What conclusions can I draw from data analysis?
What are my main points?
Specifically how will I share my Inquiry with my colleagues?
Notes
||
Reflect on progress, observations: current versus initial data. How did it go? What strategies have made a difference to my students' learning? How do I know?
Patuha must have been exhausting as the next week I spent in bed!!!
I want to start building a "learning wall" with class re some hats, thinkers keys and graphic organisers.
7.4
We have started using some thinkers keys in one-off sessions during oral language based on a newspaper picture/article. The keys we have had fun with are the alphabet, the question key and the what if key.
We have also used some of these after reading a story.
We began building a Thinking wall in class and have introduced some graphic organisers. The children really enjoyed the Y chart and completed excellent followup work in small groups, grouping their discussion ideas into a Y chart format - a good activity for working together and listening to anothers ideas!
8.4
A great Discovery time today. Children completed Y chart graphic organisers and then searched for info on what particular birds looked like and chose to draw or make a box model of their bird. I was very impressed with their creativity.
Introduce Thinking Tools and display on our Thinking Wall.
Introduce Thinking Tools and display on our Thinking Wall.
Introduce a variety of thinking tools to help:
1.Develop and deepen children’s knowledge of what "thinking" is
2.Develop and deepen children’s understanding of how to use selected thinking tools
3. Develop and deepen children’s questioning skills.
Baseline: Find out what students can already do and what more they need to learn. Refer to National Curriculum and other resources
To build on from where children are at present to a better and more in depth understanding by using specific and well thought out questions.
June: To improve my competency and delivery of tools I have used before and for me to learn about new tools that will be of benefit for my class
To use new "Thinking language" and "tools" as part of our everyday learning.
To give children an understanding of some thinking tools that can help clarify and deepen their thinking
8.6.11 Recorded 5 children on Audacity
I need to get some bench line data of 5 children to track progress for my Teacher Inquiry
Children chosen:for data collecting:
Tom a bright student who thrives on order and systems
Sophie often thinks in quite a different way to other children and makes connections others may not think of. She is one of the youngest in class.
Shannon a very bright but insecure girl.Chosen partly to help build her confidence at answering questions.
Cannon 2nd to youngest in class. Quite immature, but very interested in our world.
Emily very creative, a confident and interesting speaker, a bright girl not easily swayed by others opinions.
We have always used 7 servants for Oral and Written language in particular (not by that name though), also have used Venn diagrams and Bubble maps, especially for brainstorming
Finding time to do this well.
Time can be a barrier but this can be overcome with clear planning and incorporating these thinking skills into all aspects of the curriculum
7 servants
Thinking exercises (Brain gym) for brain breaks
HOM
Further develop and introduce new
Thinkers Keys
Graphic organisers
PMI (especially as an evaluation tool)
Some Thinking Hats
Open and closed questions
Hot Seating
Role on the wall
Lots of regular and relevant practise
Try various thinkers keys to find which ones work well at the Junior level and share these outcomes in Syndicate meetings
Baseline: Find out what students can already do and what more they need to learn. Refer to National Curriculum and other resources
Incorporate into as many curriculum areas as possible, in particular Written and Oral Language, Reading and Inquiry
Plan weekly to introduce specific thinking skills (especially for Reading, Writing and Oral language activities)
Use Hats (white, red, green) to keep children on track during discussions
Use PMI (eg to sort/clarify information and for evaluations)
Embed photos, and fotobabble on Wiki for tracking purposes
Use newspaper pictures and video clips as part of teaching thinking skills
Research to see what has worked for other teachers and contexts. Formulate a plan.
PMI
New (ie to the children) thinking language
New (to me) De Bono's Hats
New (to me) Thinkers keys
Introducing children to the language of Inquiry and the steps involved
Get benchline data
Specific planning for specific thinking skills
Plan for a variety of thinkers tools each week
Display childrens work around the classroom so they can use it for reference (and for me to track progress)
Observation
Anecdotal records
Comic life, Animoto to show and display learning
Take lots of photos, use voice recording to track progress (where relevant)
Use PMI
How independent are the children? Has this improved?
Research to see what has worked for other teachers and contexts. Formulate a plan.
I showed the children De Bonos hats (very quickly) and then focused on the White hat. We read about the Takahe and then used the White hats to recall facts from the book.
2/6 One reading group today worked collaboratively making an alphabet thinkers key using information from their non-fiction reading book. They worked extremely well together and came up with some excellent ideas.
7/6 Children had written their"White hat" thinking onto a large sheet with a newspaper photo i.e. They added a fact (as long as it wasn't already recorded). Later we made a class PMI re our Tracking Tunnels and Sophie said a "positive" was we used our white hat thinking to work out who the tracks belonged to.
Use this new information to decide what to do next to ensure continued improvement in student achievement and in your own practice.
Children choosing an appropriate graphic organiser or thinkers key to share data
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